The Thinking Focus Cohort: Exploring Teacher Perceptions of Customized Professional Development
Saved in:
| Title: | The Thinking Focus Cohort: Exploring Teacher Perceptions of Customized Professional Development |
|---|---|
| Language: | English |
| Authors: | Rachelle Bramlage-Schomburg, W. Kyle Ingle |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2026 11(1):28-36. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Teacher Attitudes, Individualized Instruction, Faculty Development, School Districts, Suburban Schools, Intervention, Program Effectiveness, Coaching (Performance), Instructional Improvement, Elementary School Teachers, Middle School Teachers, High School Teachers |
| Geographic Terms: | Kentucky |
| ISSN: | 2472-5889 |
| Abstract: | In response to a lack of teacher-focused professional development (PD), a Kentucky school district developed and implemented its Thinking Focus Cohort (TFC), a customized professional development program that provides opportunities for training, coaching, and teaching rounds. We undertook a qualitative case study to determine if teachers perceived TFC positively and successful in changing the delivery of PD within the district. Participants identified specific pedagogical skills implemented because of TFC participation, which they perceived as leading to higher teacher self-efficacy and student efficacy. Participants described instructional coaches and teaching rounds positively, serving as catalysts for changes in teachers' pedagogical practices and opportunities for teacher collaboration. We recommend that teacher needs should drive the foci of professional development rather than state mandates. Reticence to miss instructional time and the lack of sufficient substitutes served as potential barriers to participation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1496002 |
| Database: | ERIC |
| Abstract: | In response to a lack of teacher-focused professional development (PD), a Kentucky school district developed and implemented its Thinking Focus Cohort (TFC), a customized professional development program that provides opportunities for training, coaching, and teaching rounds. We undertook a qualitative case study to determine if teachers perceived TFC positively and successful in changing the delivery of PD within the district. Participants identified specific pedagogical skills implemented because of TFC participation, which they perceived as leading to higher teacher self-efficacy and student efficacy. Participants described instructional coaches and teaching rounds positively, serving as catalysts for changes in teachers' pedagogical practices and opportunities for teacher collaboration. We recommend that teacher needs should drive the foci of professional development rather than state mandates. Reticence to miss instructional time and the lack of sufficient substitutes served as potential barriers to participation. |
|---|---|
| ISSN: | 2472-5889 |
